Electronics and the Dim Future of the University

Noam, Eli M.

doi:10.1126/science.270.5234.247

Cited by 142 publications

(64 citation statements)

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“…Some see it as offering flexible and inexpensive delivery that has the potential to respond to manpower shortages by increasing access to education and serving as an equalizer in economic development and transformation (Barker, 1997;Daniel, 1997;IIE, 2001). Others view it as elitist in its use of technology as a delivery vehicle (Kishun, 1998;Muller 2000), suspect in terms of teaching and learning outcomes (Noam, 1995;Hall, 2001) and problematic in unquestioningly propagating economically driven education and Western values which impact negatively on local cultures and general education goals. A recent account of the side effects of digital development by Benner (2003) highlights how the present South African pragmatism towards expanding the ICT project in the country underestimates the potentially negative impact of ICTs on traditional forms of employment and fails to address the volatile nature of employment and skills requirements in ICT industries themselves.…”

Section: Integrating Icts In Higher Education: Key Assumptions and Armentioning

confidence: 96%

ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways

Cross

Adam

2007

High Educ Policy

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This paper focuses on policy initiatives and strategies used to promote the use of information and communication technologies (ICTs) in higher education in South Africa. It explores a wider international outlook and current debates in South Africa to map out an emerging South African perspective concerning the integration of ICT in higher education. It also provides a brief survey of key policy developments on e-education in general to contextualize the use of ICTs. In doing so, the paper addresses the following questions: What general goals do policy makers in South Africa express in national policy documents for the integration of ICT in the education system? What is the role of government regarding the use of ICT in higher education? What policies and strategies for ICT do leaders of South African higher education institutions develop? How do South African national priorities and higher education institutional strategies match? Higher Education Policy (2007) 20, 73-95.

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Section: Integrating Icts In Higher Education: Key Assumptions and Armentioning

confidence: 96%

ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways

Cross

Adam

2007

High Educ Policy

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“…An instructionist understanding of teaching assumes that the instructor possesses all relevant knowledge and passes it to the learners (Noam, 1995). The learner is seen as a receptive system that stores, recalls, and transfers knowledge.…”

Section: Communities: Transcending the Individual Human Mindmentioning

confidence: 99%

Community-based learning: The core competency of residential, research-based universities

Fischer

Rohde

Wulf

2007

Computer Supported Learning

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Traditionally, universities focus primarily on instructionist teaching. Such an understanding has been criticized from theoretical and practical points of view. We believe that socio-cultural theories of learning and the concepts of social capital and social creativity hold considerable promise as a theoretical base for the repositioning of universities in the knowledge society. To illustrate our assumption, we provide case studies from the University of Colorado and the University of Siegen. These cases indicate how approaches to community-based learning can be integrated into a curriculum of applied computer science. We also discuss the role these didactical concepts can play within a practice-oriented strategy of regional innovation

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“…ChemicalAbstracts took 31 years to publish its first 1 million abstracts, 18 years for its second million, and less than 2 years for its most recent million. An exponential growth of about 4 to 8 percent annually, with a doubling period of 10 to 15 years, is now seen as characteristic of most branches of science (Noam 1995).…”

Section: The Proliferating Base Of Academic Knowledgementioning

confidence: 99%

Substantive growth and innovative organization: New categories for higher education research

Clark

1996

High Educ

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The existing international literature on higher education centers on the transition from elite to mass higher education, the changing relationship between governments and universities, and the differentiation of the institutional fabric of national systems. These important institutionalized concerns lead to an unbalanced research agenda if other basic features are not pursued. Two additional fundamental features need expanded attention: substantive academic growth, with its roots in the research imperative and the dynamics of disciplines; and innovative university organization, a sharply growing concern among practitioners as universities seek greater capacity to change.Proliferating at a rapid rate, modern academic knowledge changes fields of study from within, alters universities from the bottom-up, and increases the benefits and costs of decisions on the inclusion and exclusion of various specialties. The long-term trend from simple to complex knowledge, arguably more important than the trend from elite to mass higher education, forces universities to position themselves between knowledge expansion and student expansion, with emphasis increasingly placed on the knowledge dimension. Innovative universities explore new ways of organizing knowledge and of more effectively exploiting the fields in which they are already engaged. Greater awareness of new means of knowledge organization will help universities make wiser choices in the twenty-first century.During the last three decades, the growing international literature in the study of higher education has largely centered on three large areas of concern: the transition from elite to mass higher education; the changing relationship between governments and universities, with attendant concerns of university governance and authority; and the integration and differentiation of higher education systems. We now know a great deal about these broad issues. The development of mass higher education has been widely tracked. Its role in expanding the size of institutions and systems, swelling budgets, increasing popular involvement, and stimulating governmental interest has been duly noted. The place of government in university affairs has been extensively pursued, virtually on an annual basis, with governments portrayed as moving closer during one period and stepping back in another as they vary their approaches to resource allocation, audit, accountability, and assessment. We now know that governments and universities are not "partners." They are two parties with different interests and priorities that sometimes converge and sometimes sharply conflict. In turn, system differentiation and integra-

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Electronics and the Dim Future of the University

Cited by 142 publications

References 0 publications

ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways

ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways

Community-based learning: The core competency of residential, research-based universities

Substantive growth and innovative organization: New categories for higher education research

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